Marzano's Six Steps to Effective Name: Vocabulary ... · Sentence in which the word was used in the...

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Contributors:

Thanks to:

1. The teacher gives a friendly description, explanation, or example of the new vocabulary.

2. Students give a description, explanation, or example of the new term in his/her own words.

3. Students create a non linguistic

representation of the word e.g. draw a picture, symbol, or graphic to represent the new term.

4. Students engage in activities to deepen their

knowledge of the new word e.g. identify prefixes, suffixes, antonyms, synonyms,

related words, etc.

5. Students discuss the new word with one

another.

6. Students play games to reinforce and review

new vocabulary e.g. Taboo, Dominoes, Wordo,

I Have Who Has? Pictionary, Word Sorts, etc.

N a m e :

C l a s s :

S u b j e c t :

Marzano's Six Steps to Effective

Vocabulary Instruction

V o c a b u l a r y A c t i v i t y N o t e b o o k

National Behaviour Support Service

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Contributors:

Thanks to:

Term: _______________________________

My Understanding: Low----------------------High

Category:_____________________________

My Description / My Examples:

______________________________________________

______________________________________________

______________________________________________

______________________________________________

Graphic / Picture:

Term: _______________________________

My Understanding: Low----------------------High

Category:_____________________________

My Description / My Examples:

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Graphic / Picture:

Topic: Topic:


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Contributors:

Thanks to:

Word and page number:

Sentence in which the word was used in the textbook:

My explanation of the word:

Synonyms (similar meaning words)

Antonyms (opposite meaning words)

Picture/Symbol

Word and page number:

Sentence in which the word was used in the textbook:

My explanation of the word:

Synonyms (similar meaning words)

Antonyms (opposite meaning words)

Picture/Symbol


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Thanks to:

Definition: (in own words)

Examples: (from own life) Non Examples:

Characteristics/Facts:

Word

Thanks to:

Definition: (in own words)

Examples: (from own life) Non Examples:

Characteristics/Facts:

Word


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MY EXPLANATION:

SYNONYM

(similar meaning words)

ANTONYM

(opposite meaning words)

MEMORY CUE (picture, symbol, etc):

WORD

MY EXPLANATION:

SYNONYM

(similar meaning words)

ANTONYM

(opposite meaning words)


WORD


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MY EXPLANATION:

SYNONYM (similar meaning words)

ANTONYM (opposite meaning words)


WORD

MY EXPLANATION:

SYNONYM (similar meaning words)

ANTONYM (opposite meaning words)


WORD


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Word:

What is it?

What is it like?

What are some examples?

My definition:

Word:

What is it?

What is it like?

What are some examples?

My definition:


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Hin

t (W

hat

can

help

you

re

mem

ber

the

mea

ning

?)

Pic

ture

/Sym

bo

l

De

fini

tio

n

Wo

rd

Word :

Def in i t ion

P ic tu re /Symbo l :

Memory H in t (what will help you remember the meaning?):


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Keyword

What is it?

What are some examples? What is it l ike?

Keyword

What is it?

What are some examples? What is it l ike?


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Word

Definition Characteristics

Example Non Example

Graphic/Picture/Symbol

Word

Definition Characteristics

Example Non Example

Graphic/Picture/Symbol


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7. Synonyms/similar words e.g. old/aged/antique/

8. Antonyms/opposite e.g. young/new/youth

3. Description 4. Other Information

2. Sentence or phrase from the textbook

5. My own sentence

6. My symbol or drawing

1. Word:

7. Synonyms/similar words e.g. old/aged/antique/

8. Antonyms/opposite e.g. young/new/youth

3. Description 4. Other Information

2. Sentence or phrase from the textbook

5. My own sentence

6. My symbol or drawing

1. Word:


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Term: My Understanding: 1 2 3 4

:( :) Describe:

Draw:

Term: My Understanding: 1 2 3 4

:( :) Describe:

Draw:


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Word:

In my own words:

_________________________

is the same.

_________________________

is the same.

_________________________

is the opposite.

_________________________

is the opposite.

Picture

Word:

In my own words:

_________________________

is the same.

_________________________

is the same.

_________________________

is the opposite.

_________________________

is the opposite.

Picture


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Antonym:

Use in a sentence:

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Draw a picture or relate it to yourself:

Definition or Synonym

Word:

Antonym:

Use in a sentence:

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Draw a picture or relate it to yourself:

Definition or Synonym

Word:


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Vocabu l ary Term Vi sua l Repre s entat i on

Def in it i on Per s ona l As s o c i at i on or Character i st i c

Vocabu l ary Term Vi sua l Repre s entat i on

Def in it i on Per s ona l As s o c i at i on or Character i st i c


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K

Key Ideas

I

Information

M

Memory Clue

K Key Ideas

I Information

M Memory Clue


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Definition:

Examples Non Examples

Illustration

Definition:

Examples Non Examples

Illustration


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Questions I have:

Makes me picture:

Makes me think of:

In my own words:

Word and definit ion:

Questions I have:

Makes me picture:

Makes me think of:

In my own words:

Word and definit ion:


[email protected]

Ch

ara

cteri

stic

s/Fa

cts:

D

efi

nit

ion:

(in

own

wor

ds)

Exam

ple

s:

Imag

e:

No

n E

xam

ple

s:

Wor

d

Ch

ara

cteri

stic

s/Fa

cts:

D

efi

nit

ion:

(in

own

wor

ds)

Exam

ple

s:

Imag

e:

No

n E

xam

ple

s:

Wor

d


[email protected]

Ch

ara

cteri

stic

s/Fa

cts:

D

efi

nit

ion:

(in

own

wor

ds) Im

ag

e:

No

n E

xam

ple

s:

Wor

d

Ch

ara

cteri

stic

s/Fa

cts:

D

efi

nit

ion:

(in

own

wor

ds)

Exam

ple

s:

Imag

e:

No

n E

xam

ple

s:

Wor

d


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Academic vocabulary is the vocabulary critical to understanding the concepts being taught in class. Marzano (2005) stresses that in all subject areas explicit vocabulary instruction is necessary and outlines a six step process that can help students learn critical subject specific vocabulary.

Step One: The teacher gives a friendly, informal description, explanation or example of the new vocabulary term.

- Provide students with information about the vocabulary term.

- Create pictures or use video and computer images as a source of information.

- Describe your own mental picture of the word.

- Use current events and other media to connect the term to something familiar.

- Determine prior knowledge and find out what students already know about the term (see NBSS vocabulary rating scale, text features and other before reading strategy resources).

- Have students share what they already know and use this knowledge as a foundation for more learning.

Step Two: Students give a description, explanation or example of the new term in his/her own words.

- Students record their explanation (see NBSS vocabulary notebooks and activities resources).

- Remind students to not copy and only use their own words.

- Monitor to determine if any confusion still exists and correct misunderstandings with further explanation and example.

Step Three: Students create a non linguistic representation of the word.

- Provide students with non linguistic methods to record the vocabulary term (see NBSS vocabulary notebooks and activities resources).

- Students can work in pairs or groups to create a non linguistic representation e.g. picture, symbol, cartoon, dramatisation or play pictionary, charades, etc.

- Have students record their visuals and share their ideas. - Continue to identify and clear up any misunderstandings.

Step Four: Students engage in activities to deepen their knowledge of the new word.

- Have students list related words. - Highlight any prefixes and suffixes that will help them

remember the word.

- Identify antonyms and synonyms.

- Discuss similarities and differences of two terms.

- Compare how the vocabulary term is used across subject areas and discuss and note any common confusions.

- Have students record this information.

Step Five: Students discuss the new word with one another.

- Students think, pair and share their ideas by comparing explanations, describing and explaining drawings and discussing any new information they have learned, etc.

- Students can make revisions to their own work and add to their vocabulary explanation and visual if necessary.

- Continue to identify and clear up any misunderstandings about the new terms if necessary.

Step Six: Students play games to reinforce and review new vocabulary.

- Develop deep understanding of academic vocabulary terms by engaging students in weekly review activities. For example students can play taboo, dominoes, wordo, pictionary, charades, I have who has? word sorts, bingo, crosswords, hangman, card games, etc. (Contact the NBSS for powerpoint templates of games).

- Have students create and play their own vocabulary games and activities.

- After activities students can continue to make corrections, additions and changes to their explanation and visual.

(Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005) (See other NBSS resources on vocabulary development e.g. Academic Vocabulary Building Activities, Frayer Model, Vocabulary Rating Scale, Vocabulary Journal, etc)

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